Growth Mindset for Formative Assessment - Facilitator ...
Socialand EmotionalLearningto support Formative Assessment5410200583178Growth MindsetLearning objectivesBy the end of this session, participants will be able to: Define growth mindset Understand the importance of growth mindset forformative assessment Feel familiar with the research base in this area Use actionable strategies to promote growthmindset with students7924800985991 Train other adults using the materials providedIt’s NOT just about a student’s effort. The educational environment is important for changing mindset.762635038176206356350711207493001791022692400268002Howdoes growth mindset relate toformative assessment?Formative assessment depends on students and teachers having growth mindsets Both have to think of intelligence as something that can increase Both have to expect that it will take time and effort for learning or mastery to happen79248001339686 Both have to anticipate there will be challenges and mistakes as students learn new things, but those are just part of the learning processThe importance of growth mindsetGrowth mindset has been linked to a number of academic and non-academic outcomes including:GradesTest scoresLearning goalsMotivationPersistence469201515811500EngagementFor more research background, see Dweck, C., Walton G., & Cohen, G.(2014). Academic tenacity: Mindset and skills that promote long-term learning.Seattle, WA: Bill and Melinda Gates FoundationPromoting growth mindset: Whatcan we do? Small classroom changes can help a lot There is also evidence that interventionsin K?12 settings have large andenduring effects79248002223548 Interventions can be low cost and easy to implement, such as reading articles, doing writing exercises, or playing games“Most people don’t know that when they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do. This is true even for adults. So it’s not true that some people are stuck being “not smart” or “not math people.” You can improve your abilities a lot, as long as you practice and use good strategies.”– Excerpt from You Can Grow Your Brain by Lisa S. Blackwell and David S. Yeager7924800-225303Visit for more information about articles and other activities7772400660400Students read an article describing the brain’s ability to restructure itself through effort. The article focuses on the implications for students’ potential to become more intelligent through study and practice. This message is reinforced through several writing exercises.Students read an article describing the brain’s ability to restructure itself through effort. The article focuses on the implications for students’ potential to become more intelligent through study and practice. This message is reinforced through several writing exercises.Interventions were given to 1,594 students in 13 geographically diverse high schools.The interventions were most beneficial for low-performing students. Among students at risk of dropping out of high school (a third of the sample), each intervention raised students’ semester grade point averages (GPA) in core academic courses and increased the rate of satisfactory performance in core courses by 6.4 percentage points.Paunesku, D., Walton, G. M., Romero, C., Smith,E. N., Yeager, D. S., & Dweck, C. S. (2015).79248005867399539750110490Focus on the process, not the outcome.00Focus on the process, not the outcome.Classroom strategies to promotegrowth mindsetWhat is a growth mindset? Let them in on it!Share stories and observations about how you and other adults (including famous ones) have overcome challengesModel your own growth mindset:Show how you can grow and improve with effort, feedback, and practiceMake changes in class based on student792480096990feedback79248005867399Exercise To Promote Growth Mindset: The Mistake GameThis activity is adapted from resources found on , a site created by the Stanford Project for Education Research That Scales ()This game can be tailored to differentage groups or other subjects besides mathFirst, students work individually on math problems relevant to the lesson.Then, they share their solutions with agroup. The group chooses one solution to share with the whole class.IMPORTANT! Each group makes amistake on purpose while presenting.The class spots the mistake and asks questions about it.Thank You!6934200-1763054228600-10454SEL for Formative Assessment by Davidson, S., Bates, L., McLean, C. and Lewis, K. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. ................
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